2025 ASEE Annual Conference & Exposition

There is a growing need to train university engineering professors in effective teaching practices to ensure the quality of higher education. While many engineering faculty members are experts in their respective engineering/engineering technology fields, they often lack formal training in pedagogy, leading to inconsistencies in student learning outcomes. Teaching engineering at the university level requires more than just content expertise; it demands an understanding of diverse learning styles, effective communication strategies, and the ability to create inclusive, engaging learning environments.

Fortunately, a solution exists. Professional development programs focused on teaching can equip engineering professors with the tools to design curriculum, assess student learning, and implement active learning techniques that foster deeper understanding. Additionally, training in educational technology is increasingly important as digital tools and online learning environments become integral to modern education. By investing in the pedagogical development of university engineering professors, institutions can enhance the overall educational experience, improve student retention and success, and adapt to the evolving demands of higher education.

The purpose of this paper is to provide an overview and findings related to a professional development experience aimed to train engineering professors to (1) develop new curriculum, (2) assess the curriculum, and (3) disseminate findings as a conference proceeding. The participants included 30 engineering faculty from various universities throughout the United States. The gender breakdown was 9 females and 21 males. Multiple engineering disciplines and courses were represented. Upon completion of the professional development intervention, all participants completed an IRB approved assessment. Perceived learning gains were measured using a retrospective post-then-pre survey. Initial findings showed statistically significant learning gains in all categories measured. This paper expands on the findings to report updated outcomes and outputs gathered from participants one, two, and three years after the program. Lessons learned are provided.